Impact of Education Abroad on Career Development, Vol I - AIFS

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The University <strong>of</strong> Minnesota Career Development Networkby Martha JohnsonProgram Director, Learning <strong>Abroad</strong> CenterUniversity <strong>of</strong> MinnesotaThe ability to effectively communicate across cultures is consistentlyidentified as a core competency desired as an outcome<strong>of</strong> an experience abroad. An aptitude for actively seekingthe perspective <strong>of</strong> others from a different culture as ameans <strong>of</strong> re-evaluating our own is beneficial for both the individualand the organization in which they work. So why beginby stating the obvious? Because the broad and varied application<strong>of</strong> this truth is not always so obvious, even to those <strong>of</strong> uswho are the first to champion its value.Most international educators are effective and highly comfortablein working across cultures and develop our pr<strong>of</strong>icienciesthrough the many challenges our jobs <strong>of</strong>fer: internationalprogram development and management, advising studentsfrom varied background and cultures, crisis management. But<strong>of</strong>ten the demands and the somewhat myopic nature <strong>of</strong> ourwork keeps us from exploring one <strong>of</strong> the most diverse andcomplicated “host” cultures to be found: our own universitycampuses. Over the last four years, I have had a unique opportunityfor an on-campus cultural immersion experience withmy colleagues in the career services and advising world. As isinevitable with any successful cross-cultural experience, I havegained invaluable perspective on the world <strong>of</strong> career developmentand in particular its application to education abroad.This essay is an attempt to point out that sometimes thediverse cultures we desire to learn from and about are in ourown academic backyards.The University <strong>of</strong> Minnesota is a large and decentralized publicuniversity. The Twin Cities campus enrolls more than41,000 students and employs 14,000 staff and faculty. Whileeducation abroad is now advised centrally in the Learning<strong>Abroad</strong> Center, the university is home to 17 dedicated career<strong>of</strong>fices, with many individuals in other <strong>of</strong>fices maintainingsome responsibilities for career-related information and advising.In the summer <strong>of</strong> 2001, the pr<strong>of</strong>essional staff in these<strong>of</strong>fices joined to form a network to collaborate on projects,share resources, <strong>of</strong>fer pr<strong>of</strong>essional development, and to promoteand advocate for career issues on campus. Today, theresulting University <strong>of</strong> Minnesota Career DevelopmentNetwork has a membership <strong>of</strong> more than 50, is an organizedand dynamic group, and sponsors several subcommitteesincluding a working group dedicated to internship issues.I was initially invited by a colleague in the university’sInstitute <strong>of</strong> Technology’s Career <strong>of</strong>fice to attend the group’sinception meeting. At that time, I was the director <strong>of</strong> theInternational Service and Travel Center (ISTC), which hassince merged with the Global Campus Study <strong>Abroad</strong> to createthe Learning <strong>Abroad</strong> Center. ISTC had a history <strong>of</strong> <strong>of</strong>feringdedicated resources and advising for international experientialopportunities and careers. I was initially nervous aboutattending, as I lacked any formal training in career issues, studentdevelopment, or counseling and only knew one personin the group <strong>of</strong> 40. In the first year I attended, I listened, tooknotes, asked questions, and reviewed resources. As I becamemore familiar with the issues and projects, I began to engageand contribute the perspective <strong>of</strong> my <strong>of</strong>fice and expertise,eventually serving a term on the board <strong>of</strong> the network.I have identified four particularly useful ideas, truths, and perspectivesI have gained from my colleagues in career servicesat the University <strong>of</strong> Minnesota, who continue to impress mewith their talents as well as their inclusiveness.1. Experiential components <strong>of</strong> a student’s college experience aremost effective when they are valued as part <strong>of</strong> the student’s education.The application <strong>of</strong> this concept seems simple enough,but it actually may require shifts in a few pervasive beliefs intraditional study abroad. First, while credit is one importantand effective way <strong>of</strong> assessing quality and encouraging meaningfulengagement, it is not necessarily the only way.Engineering degrees have a rich tradition <strong>of</strong> cooperative technicalplacements that are paid, never for credit, but very muchconsidered a part <strong>of</strong> the student’s education. Internships thatare imbedded in, or even required for, some degrees at theUniversity <strong>of</strong> Minnesota are <strong>of</strong>ten done without the studentregistering for credit, as is the case for domestic internships atmany institutions.<strong>Education</strong> abroad pr<strong>of</strong>essionals have, in my experience, <strong>of</strong>tenbeen reticent to embrace models for internships that do notbear credit. There seems to be a pervasive belief that creditensures quality. I have learned from my career services colleaguesto look past credit for other markers <strong>of</strong> quality inexperiential programs, such as the engagement with the placementor project, preparation and management <strong>of</strong> expectations,and the fostering <strong>of</strong> independence. While these areobviously the same components <strong>of</strong> a quality accredited experience,the relevant point is that credit does not ensure them.Conversely, a program that does not bear credit is most effectivewhen it maintains a direct relationship to the student’seducational plan. Internships, community service, and fieldresearch are increasing being reflected through transcriptnotations or as a basis for senior theses or projects. And at thevery least, students are most successful in these experienceswhen they can take advantage <strong>of</strong> advising and preparationresources. So the second shift my premise suggests is that thefield <strong>of</strong> education abroad needs to expand recognition <strong>of</strong> thelegitimacy <strong>of</strong> many international experiences that are undertakenfor reasons other than credit, and work in partnership21
22with providers and other sponsoring <strong>of</strong>fices on campuses toimprove the student experience as a participant on any qualityexperiential program. In return, our experience in navigatingcomplex issues in liability and safety may exceed that <strong>of</strong><strong>of</strong>fices working exclusively in the domestic realm and provebeneficial in their program development efforts.2. Student development is a continuous process, and many <strong>of</strong> thetools and theories that assist students in developing career skillsand interests can be useful in assisting with program selection andengagement. The application <strong>of</strong> student development theoryto study abroad is not new. Effective advisors employ strategiesto assess and enhance student readiness both for programselection and preparation. But through collaborative eventsand projects in collaboration with the Career DevelopmentNetwork, our <strong>of</strong>fice has applied tests such as the HollandCode, an inventory that assigns natural pr<strong>of</strong>iciencies (individualsare identified as being enterprising, creative, realistic, etcand then given correlative career suggestions) to educationabroad. At a highly successful annual event at the University<strong>of</strong> Minnesota called “Discovering Your Place,” students takethe Holland Code test and then are provided with comprehensivemajor/minor, career, and education abroad programmaticsuggestions based on their results. Such a project synergizesskills, interests, and aptitude and elevates educationabroad selection past destination and even area <strong>of</strong> study, totaking social and pr<strong>of</strong>essional styles into consideration inselecting program models best suited to a student’s developmentalstage and natural affinity.Similarly, as career <strong>of</strong>fices increasingly incorporate careerexploration courses into university curricula early in the studentcareer, the career component in education abroad mightbe more effective if introduced early in their trajectory <strong>of</strong>cross-cultural learning. Conventional wisdom has introducedthe influence <strong>of</strong> the experience abroad on a student’s career inre-entry programming and advising. But many educationabroad <strong>of</strong>fices are finding ways to highlight the strong influence<strong>of</strong> the international experience on the academic and pr<strong>of</strong>essionalpaths <strong>of</strong> students before they go abroad and evenduring program selection. Successful strategies include studentspreparing for and engaging in informational interviewson-site, sometime even with home institution alumni; tailoringinternships and community service projects to help defineor enhance career goals; or taking courses and engaging inresearch at host universities specifically related to potentialpr<strong>of</strong>essions. The tendency <strong>of</strong> some students to see studyabroad as an isolated experience can be effectively challengedif the connection to and potential impact on their career andlife plans is made early and <strong>of</strong>ten.3. Students, and education abroad pr<strong>of</strong>essionals for that matter,cannot assume that employers, graduate committees, etc., inherentlyaccept the value <strong>of</strong> an experience abroad. At times, there isa lack <strong>of</strong> hard data, sometimes only anecdotal information, toprove the impact <strong>of</strong> education abroad on career choices andsuccess. Study abroad may be perceived as an experience thatonly “rich” or “privileged” students are able to do and is not“serious.” This view could be due to a hiring manager’s lack <strong>of</strong>international experience and lack <strong>of</strong> appreciation for the skillsand aptitudes acquired.Thus, it becomes imperative that students learn to articulatethe value <strong>of</strong> their experience in terms <strong>of</strong> a direct benefit to thecompany, institution, or organization they hope to join.Students should identify pr<strong>of</strong>iciencies past those associatedwith an individual place or culture, and instead focus ontransferable and general skills enhanced by their experienceabroad. Campuses and providers best serve students whenthey provide specific resources to assist students incorporatenewly learned skills and competencies gained from internationalexperiences into resumes, graduate and pr<strong>of</strong>essionalschool applications, and in their job interviews.4. <strong>Education</strong> abroad pr<strong>of</strong>essionals cannot assume colleagues incareer <strong>of</strong>fices are familiar and comfortable with the internationaldimensions <strong>of</strong> experiential programs or the specific cross-culturalcompetencies gained from a program abroad. As in the example<strong>of</strong> employers, the level <strong>of</strong> comfort career development colleagueshave is <strong>of</strong>ten dependent on their own experiences.Several <strong>of</strong> the career pr<strong>of</strong>essionals I work with at theUniversity <strong>of</strong> Minnesota have studied or lived abroad themselvesand are, not surprisingly, remarkably astute in theirinsights regarding synthesizing the experience into effectivecareer development. But for those who have not had opportunitiesto work, live, or travel abroad, there can be an unintentionaldisregard for the impact <strong>of</strong> the experience. Or inother cases there can be an interest, but a concern for theirown lack <strong>of</strong> expertise or knowledge in the international components<strong>of</strong> the discussion.Some career pr<strong>of</strong>essionals may see that employers are in mostcases not yet specifically demanding or preferring graduateswith international experience. While that may be the case, Ibelieve it reflects more <strong>of</strong> a perception issue than a real lack <strong>of</strong>value. If career pr<strong>of</strong>essionals can teach students to leverage thegeneral and transferable skills gained while abroad, the valueadded<strong>of</strong> their international experiences could become moreapparent. The competencies employers continue to site asmost important, leadership, communication, confidence,problem solving, all are almost naturally enhanced throughexperiences abroad, sometimes in ways that students themselvesmay not be fully aware. By proactively sharing anecdotalinformation, research, and outcome related data on thesetopics with career colleagues, we can work towards more effectiveintegration <strong>of</strong> education abroad into career development.As in the case in any cross-cultural undertaking, I find myinteractions with career colleagues are greatly improved nowthat I “speak a bit <strong>of</strong> their language” and have learned moreabout their pr<strong>of</strong>essional roles and values. Our <strong>of</strong>fice increasinglyseeks out opportunities for collaboration including sendingcareer colleagues on site visits and including them in reentryprogramming. The common goals and commitment to studentsuccess provides a natural basis for cooperation. So whileyour campus career <strong>of</strong>fice may not be as exotic as the placesyour students are going to, I highly recommend the trip.
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Impact of Education Abroad on Career Development, Vol I - AIFS

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